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Adaptation in Applied Video Games: from Player Modelling
to Dynamic Game Adjustment and Enhanced Playability
Boyan Bontchev
Prof. at Dep. of Software Technologies,
Fac. of Mathematics and Informatics, Sofia Univ., Bulgaria
Marie Curie Fellow at Brainstorm Multimedia, Spain
Adaptation in Applied Video Games e-Society’2016
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9/04/2016
Faculty of Mathematics and Informatics
BSc, MSc, PhD programs in:
Mathematics
Applied Mathematics
Mathematics and Informatics
Statistics
Informatics
Computer Science
Software Engineering
Information Systems
AI
…
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Technology enhanced learning: models, adaptability, authoring/instructional/delivery platforms and interoperability
Content collaboration and access to cultural heritage - MECITV: Media Collaboration for Interactive TV; semantic technologies for cultural heritage
Software services and quality - software service design and discovery; cloud; methods
Digital games:
MMORPG (SHIVER project of MyAlert S.L., Spain, and Rila Solutions, Bulgaria);
Creating virtual business models, tools and environments (FP6 PRIME: Providing Real Integration in Multi-disciplinary Environments);
Models of board games for education for ADOPTA: ADaptive technOlogy-enhanced eduTainment platform for building edutainment
H2020 RAGE (Realising an Applied Gaming Eco-system)
ADAPTIMES (ADAPTIve player-centric serious video gaMES) - with Brainstorm Multimedia, Spain
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Agenda
Introduction
Types of computer games
Features of computer games
Applied games
Player modelling
Dynamic game adjustment
Game adaptation for an enhanced playability
The ADAPTIMES project(ADAPTIve player-centric serious video gaMES)
Challenges to adaptive applied games
Conclusions
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Introduction First Alfred Russel Wallace has explained in 19th century
how varieties and species are forced to adapt to changesin their local environment (evolution through natural selection).
Principles of adaptivity and adaptability - not only for floral & animalspecies but also to the human beings, social life, business, etc.
Adaptive software platforms dedicated to domains such as real timeapplications, parallel computations, technology enhanced learningand many more.
Adaptive computer games for education retain interest of players (learners) by attracting their attention better than traditional approaches, by tailoring the game to the player character.
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Digital video games today
An ubiquitous visual media
able to recreate both tangible & intangible artifacts
in a highly interactive and dynamic way
Provide a powerful and increasing appeal and engagement for all user ages by possessing an integrated form of fun and play
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The average game player is 31 years old
Source: The Entertainment
Software Assoc., 2014
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Modern video games types 1/2
Competitive versus noncompetitive games
Interactive versus non-interactive games
Physical versus non-physical games
(Vosen, 2004)
Platforms – personal computers or tablets; game consoles like Microsoft Xbox, Nintendo Wii U, or Sony PlayStation; mobile phones
Playing mode - multi- or single-player;
Milieu (social environment) - describes the visual type of a video game - science fiction, fantasy, horror, etc…
(Apperley, 2006)
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Modern video games types 2/2
Distribution – paid or free
Openness – games with open code or not
Mod’s – modified games with altered content
Linear vs non-linear gameplay – while linear gameplay provides fixed sequence of challenges, non-linear gameplay poses challenges that can be completed in different sequences
Progressive vs emergent gameplay – some games (like ‘The Sims’) do not have story structure planned in advance and, thus, offer emergent gameplay
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Entertainment video games11
(Entertainment Software Association, 2014)
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Applied (serious) video games
“have an explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement “
(Abt, 1970)
“produced, marketed, or used for purposes other than pure entertainment; these include, but are not limited to, educational computer games, edutainment and advertainment” + “health games and political games”
(Nielsen, Smith, Tosca, 2008)
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12 structural game elements (Prensky, 2001)
1. form of fun - provides enjoyment and pleasure;
2. form of play - gives intense and passionate involvement;
3. rules – determine structure of the play;
4. goals - provides motivation;
5. interactivity – leads to learning by doing;
6. adaptivity - provides flow
7. outcomes and feedback – serve as a basis for learning
8. win states – provides ego gratification
9. conflicts, competition, challenges and opposition – give more adrenaline
10. problem solving - sparks player’s creativity
11. interaction - gives social groups
12. narrative (story) and its representation – both they serve as a source of emotional experience before, during and after gameplay
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Player-centric adaptation
Player-centric adaptation in video games needs to answer some important questions:
Who – player character structural and behavioral changes => requires player modelling
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Player modelling
Player modelling is crucial for realization of an effective player-centric adaptation in both applied and entertainment video games. It implies:
Observation of individual player’s behavior “from a contextually omniscient view”
Construction and updates of a model of that player based on observation, and
Intelligent game adaptation for tailoring the gameplay to the individual player.
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Source: Magerko, B. Adaptation in Digital Games, COMPUTER, July 2008, pp.87-89.
Behaviour models: flow
Flow is a process of optimal human experience (based on: Csikszentmihalyi, M. Finding flow: The psychology of engagement with everyday life. New York: Basic Books, 1997)
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Lo
wC
hallen
ge/C
om
ple
xit
yH
igh
Individual
average
Anxiety Arousal Flow
Worry
Apathy Boredom Relaxation
Low Skills High
Control
The flow concept
based on: Kiili, K. Evaluations of an experiential gaming model. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2006, 2(2), pp.187-201.
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Flow
experience
• Concentration
• Loss of self-
consciousness
• Transformation
of time
• Autotelic
experience
(intrinsic
motivation)
Flow
consequences
• Increased
learning
• Positive
attitude
• Exploratory
behavior
• Perceived
behavioral
control
Flow antecedents
• Challenge–skill
balance
• Action–awareness
merging
• Goals of an activity
• Unambiguous
feedback
• Sense of control
Task
Artifact
Behavioural models: Motivations
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pleased
Valence
Aro
us
al
PleasantUnpleasant
Activated
Deactivated
Approach
motivation
(reward)
glad
Avoidance
motivation
(punishment)
happy
alert
excited
astonished
aroused
alarmed
afraid
tense
annoyed
frustrated
miserable
depressed
sad
gloomy
bored
tired
contented
satisfied
serene
calm
relaxed
sleepy
The core emotional space with motivations to approach or avoid a stimulus
(based on Russell, J.A. A circumplex model of affect, Journal of Personality and Social Psychology, 1980, Vol. 39, No. 6, pp.1161–1178)
Motivational intensity (Fairclough & Gilleade, 2012)
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Effort
Dem
an
dBoredom Engagement Zone Overload
Behavioral model of motivational intensity for game adaptation (adapted from Fairclough, S., & Gilleade, K. Construction of the biocybernetic loop: a case study. Proc. of the 14th
ACM Int. Conf. on Multimodal interaction, ACM, 2012, October, pp. 571-578)
GameFlow model for assessing player enjoyment (Sweetser and Wyeth, 2005)
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Element Criteria
Concentration A game should require concentration and the player should beable to concentrate on it.
Challenge Games should be sufficiently challenging and match the player’s
skill level
Player skills Games must support player skill development and mastery.
Control Players should feel a sense of control over their actions in the
game.
Clear Goals Games should provide the player with clear goals at appropriate
times.
Feedback Players must receive appropriate feedback at appropriate times.
Immersion Players should experience deep but effortless involvement in the
game.
SocialInteraction
Games should support and create opportunities for social
interaction.
Adaptivity in serious games for education and training
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Concentration
Challenge
Player skillsControlClear GoalsFeedbackImmersionSocialInteraction
Player competence model (Silva and Behar, 2015)
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Competences
Skills
Abilities
Know-
ledge
Attitudes
12 player competences:
digital fluency
autonomy
organization
planning
time management
communication
reflection
virtual presence
self-evaluation
self-motivation
flexibility
teamwork
Playing style models 1/2
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Bartle,
1996
Characteristics Keirsey,
1998
Killer Acting (on) Players = External
Change / Tactics
Artisan
Achiever Acting (on) World = External
Structure / Logistics
Guardian
Explorer Interacting (with) World =
Internal Structure / Strategy
Rational
Socializer Interacting (with) Players =
Internal Change / Diplomacy
Idealist
(Stewart, 2014) proposed a unified model of personality and play styles, based on both Bartle styles & Keirsey temperaments
Playing style models 2/2
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Relationships between Honey and Mumford learning styles and playing styles of ADOPTA (Bontchev, 2011) and Bartle
Honey and
Mumford
Learns by: ADOPTA Bartle
Activist hand–eye coordination, planning andstrategizing, problem-solving, teamworkand the ability to think quickly
Competitor Killer
Theorist logically entering problems step-by-step,
with spatial awareness and verbal &
numeracy skills
Logician Achiever
Pragmatist planning, decision-making, testing
hypotheses, strategic thinking,
management skills
Strategist Explorer
Reflector Observing and watching reflectively Dreamer Socializer
Player-centric adaptation
Player-centric adaptation in video games needs to answer some questions:
Who – player character structural and behavioral changes => requires player modelling
How – how adaptation will be realized => requires adaptation loop design
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Adaptation loop in applied games
The game adaptation control is supposed to be run time and implicit for the player;
The adaptation control should make the video game aligned to specific response patterns of individual players and to bring positive effect on playability and learning outcomes;
The adaptation process runs in the context of the game and aligns adaptable game features to player-centric metrics showing:
Player’s progress and performance
Player’s behavior and emotions
Any individual subjective input expressed by the player
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Affective feedback loop - “Relax-to-Win” racing game (Bersak et al, 2001)
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2) the system replies
to the users by
appropriate affective
response
3) the users feel
greater involvement
and reinforced
emotions
1) users’ emotions
are expressed and
communicated to
the system
Measuring player’s affect
Relax-to-Win (Bersak et al, 2001) used player's galvanic skin response (GSR) for measuring current level of relaxation and, next, controlled the speed of a dragon according to this relaxation’s level
Recognition of emotions by measurement of:
behavioral indicators - facial and voice expressions, gesture, eye/head tracking, mouse pressure, ...
physiological signals of autonomic nervios system – GSR or electro-dermal activity (EDA), heart rate variability (HRV), electromyography (EMG), temperature, ...
physiological signals of central nervios system –electroencephalography (EEG), magnetoencephalography (MEG), functional Magnetic Resonance Imaging (fMRI), Positron Emission Tomography (PET), …
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Player-centric adaptation
Player-centric adaptation in video games needs to answer some questions:
Who – player character structural and behavioral changes => requires player modelling
How – how adaptation will be realized => requires adaptive loop design
What – which game features can be adapted => requires adaptive gameplay design
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Adaptable game features 1/3
1. Adaptive automation of game tasks and feedback:
explicit tasks - such as objectives, goals and missions posed to the player as part of the gameplay;
implicit tasks - not explicitly stated by the game interface but expected to be fulfilled; such as “stay alive”, “maximize your skills”, or “collect as many items as possible”;
player-driven tasks - created by the player thanks to his/her creativity within existing limitations of given game mechanics and leading to so called emergent gameplay, with no predefined narratives.
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Source: Murphy, C., Chertoff, D., Guerrero, M., Moffitt, K. Design Better Games: Flow, Motivation, and Fun. Design and Development of Training Games: Practical Guidelines from a Multidisciplinary Perspective, 2014, p.1773.
Adaptable game features 2/3
2. Dynamic Difficulty Adjustment (DDA):
DDA by means of automatic level generation - uses methods for procedural content generation. Textual and multimedia game content such as narrative, dialogues, quests, camera profiles, levels, textures, etc. is created automatically.
DDA by means of modification of artificial intelligence – dynamic adaptation of difficulty of an intelligent agent by picking out AI behaviour most relevant to current player’s abilities and emotions – dynamic scripting generation; machine learning; adaptive agents.
DDA by means of adjusting level content, i.e. game items for player interactions – means dynamic adaptation of level of inventory interacted by the player for specific game context, according to player’s skill acquisition – e.g. game speed adjusted to player´s boredom, frustration and enjoyment (Tijs et al, 2008).
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Adaptable game features 3/33. Adaptation of audio-visual effects: reflecting user’s emotional state has initially been exploited
within multimedia applications like affective music players, recommendation systems and online chat applications
Dekker and Champion (2007) first tried enhancing the gameplay and display of a horror game mapping directly physiological player’s responses to audiovisual game properties
Grigore et al (2008) used stochastic algorithms for adapting ambient light in rooms within a video game by using psychophysiological features, namely player’s heart rate and skin conductance
Garner (2013) explored various psychophysiological approaches and sound design practices for creating greater emotional experiences in adaptive audio-centric gameplay, with a special focus on correlations between fear and game sound
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Player-centric adaptation
Player-centric adaptation in video games needs to answer some questions:
Who – player character structural and behavioral changes => requires player modelling
How – how adaptation will be realized => requires adaptive loop design
What – which game features can be adapted => requires adaptive gameplay design
Why – advantages of game adaptation => requires analysis of outcomes in playability and learning results
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Playability model for player experience in applied games (Sánchez et al, 2009)
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Playability
attribute
Attribute’s properties
Satisfaction Fun, disappointment and attractiveness
Learnability Game knowledge, skill, difficulty, frustration, speed,
discovery
Effectiveness Completion, structuring
Immersion Conscious awareness, absorption, realism, dexterity, socio-
cultural proximity
Motivation Encouragement, curiosity, self-improvement, and diversity
Emotion Reaction, conduct, and sensory appeal
Socialization Social perception, group awareness, personal implication,
sharing, communication, and interaction (competitive,
collaborative or cooperative)
The ADAPTIMES FP7 project ADAPTIve player-centric serious video gaMES
ADAPTIMES aims at investigating how
cognitive abilities,
psycho-emotional processes and
playing style
can be used as a basis for efficient and effective player-centric adaptivity
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Co
native
psych
olo
gy
Adaptation in
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Game dynamics
Ga
me
ae
sth
etic
s
Player
Player style
metrics
Playing styles
Performance
and efficiency(abilities, skills
and knowledge)
Emotions(flow, immersion &
intrinsic
motivation)
Principal workflow of game adaptation control
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Dynamic adaptation control
Player model
monitoring
Dynamic
game
adaptations
Player model
updates
Player dynamics
(performance, emotions,
style)
Player statics
(goals and
preferences)
Adaptive video game
Measurement of
adaptation
effect
Real time
player feedback
on adaptations
Player style measurement
Implicitly during play time of specific mini-game
Based on player’s metrics for specific game tasks:
Performance (result)
Efficiency (result/effort)
Task difficulty
Play time
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Rush For Gold, part 2 -https://www.youtube.com/watch?v=aJe61bUDE40
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Maze Editor
Transitions table
Property Editor
Titles …
Texts …
Graphics …
PythonScripts
Brainstorm API
3D Maze Game Engine
BrainstormRun Time
Environment
Mini-Games
GUIFront-
End
Property Metadata
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Software platform for generation of maze games
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Rush For Gold (playing style)
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Generated labyrinth (maze game)
3D quiz game (assessment)
3D puzzle
Adaptation in Applied Video Games e-Society’2016
Problems with applied games 1/2
Higher development cost
Lower attractiveness compared to entertainment games
Transition between instructional design and actual game design implementation - how Game Mechanics impact and interact with the Learning Mechanics
Insufficient personalization and adaptation:
Emotional state
Physiological/neurophysiological signals
In-game performance & game progression metrics
D1.6 GALA Roadmap 2, Nov. 2011
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Problems with applied games 2/2
Harmonization of distributed SG Environments supporting reusability, interoperability and standardization
Human-Computer-Interaction & neuroscience - non-intrusive and natural interaction in SG by 2020
Assessment - effectively tracking and analysing of the right parameters related to learners’ progress (knowledge gain, reflection and application)
How psychological theories should be used in the design of realistic and convincing NPCs?
How different pedagogical paradigms relate to SG and SG mechanics - reference framework needed!
D1.6 GALA Roadmap 2, Nov. 2011
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Conclusions 1/2
The market space of both entertainment and applied video games will continue to grow in next years, together with that of gamification applications.
The same is valid for the impact of video games thanks to their synergy of story, art and technological achievements including affective and adaptive gameplay.
Applied games with non-linear and interactive storytelling will be used more and more for immersive cultural presentation, teaching, assessment and training.
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Conclusions 2/2
Both applied and commercial entertainment games will include dynamic and implicit player-centric adaptation.
New player-centric adaptive methods, technologies, frameworks and applications will be created and applied in video games
More analysis of adaptation benefits is needed in regard of playability and learning outcomes
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Thank you for your attention!
Discussion
More info at: http://adaptimes.eu/
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